Engaging Faculty in Student Success: The Promise of Active Learning in STEM Faculty in Professional Development

Nationwide Inclusive Facilitator Training: Mindsets, Practices and Growth

“…There is ample research on the effectiveness of locally focused equity and inclusion faculty development programs (Macaluso et al, 2020; Rogers et al, 2018; Trejo et al, 2022; Womack et al, 2020). However, these programs cannot reach the same national scale achieved by the ISTP through our globally accessible asynchronous online and national LC inclusive facilitator training, with its research-based pedagogical approaches and course-aligned activities—mechanisms we have found essential for successful scaling.…”

“…There is ample research on the effectiveness of locally focused equity and inclusion faculty development programs (Macaluso et al, 2020; Rogers et al, 2018; Trejo et al, 2022;…”

“…There is ample research on the effectiveness of locally focused equity and inclusion faculty development programs (Macaluso et al, 2020;Rogers et al, 2018;Trejo et al, 2022;Womack et al, 2020) (Furco & Moley, 2016;Gehrke & Kezar, 2016;Nadelson et al, 2013). Ultimately, we believe we have tapped into a national phenomenon-higher education professional faculty and staff who are looking for a structured, supportive, and high-quality platform with effective but not overbearing training or participation requirements.…”

The TRIPLE Change Framework: Merging Theories of Intersectional Power, Learning, and Change to Enable Just, Equitable, Diverse, and Inclusive Engineering Education

“…Though this is not our stance, those who follow this positivistic logic may believe that just as a composite material may contain a fault tied to its manufacture, so may a student possess misconceptions and deficits tied to their "natural" potential, their own efforts to learn in past courses, or their teachers' abilities to cover content appropriately. This last aspect, however, is a leverage point for professional development, as faculty may accept new pedagogical practices, like active learning (Macaluso et al, 2020), especially when the preponderance of evidence demonstrates its efficacy (Freeman et al, 2014). Such changes, while guided by theories of learning and change, need not fundamentally alter faculty's epistemologies, and thus, may not be as effective in leading to institutional change that advances DEIJ.…”

An NSF-Funded Professional Development Series for Advancing Inclusion at a Hispanic-Serving Institution

“…For example, Sanders O'Leary and others [23] found that, after having had the opportunity to interrogate their own social identities and the barriers that shape students' learning, STEM faculty then became intentional in changing their pedagogical practices to be inclusive of the knowledge and experiences of diverse students. In another example, Macaluso and company [26] found that, after taking part in a multi-session professional development program, STEM faculty showed greater interest than before their participation in the program in understanding the backgrounds and unique needs and concerns of their students, particularly those who were firstgeneration college-going students of color. Thus, STEM faculty who participate in professional development experiences that explicitly interrogate their personal biases and the social and cultural systems that inhibit the academic success of students of color in STEM can shift the culture and content in their classroom and their curriculum to address ways to support these students along in their STEM journey.…”